| Wo Charles Sturt Faculty of Arts and Education Unive rsity PROFESSIONAL EXPERIENCE REPORT EARLY PROFESSIONAL PLACEMENT Teacher Education Student Tara Hartman ‘Student 1D 11596611 Course TAS-Textiles and Design/Technology EPT Subject EPT329 Supervising Teacher(s) Kaye Denham Placement Dates Fromlosnionoi to [rrta017 Schoo! Engadine High School Total days attended 300f 30 days Secondary: Curriculumfeaching area/s & years/stages St6 Textiles and Design ; St 5 Textiles and Design; St 4 Technology Mandatory, St4 Support Primary: Years/stage/grade To the supervising teacher: This Professional Experience Report will serve as a record of the teacher education student's ability to demonstrate appropriate progress towards the full range of descriptors of the Australian Graduate Teacher Standards as described in the Evidence Guide for an early professional experience placement. The assessment provided by you will form part of the student's formative assessment towards full achievement of the Standards at Graduate level at the end of the student's course. Formal assessment to be undertaken by the supervising teacher: A teacher education student's progress towards achievement of the Standards is to be: 1) reviewed no later than the mid-point ofthe placement: and 2) assessed at the completion of the placement against each descriptor of the Graduate Teacher Standards, at an appropriate level for an early placementes: ND - Not Demonstrated; WT - Working Towards; D - Demonstrated; E - Exceeds expectations. Review at Mid-Placement: ‘At the mid-point of the placement, supervising teachers are asked to engage with the teacher education student in a collaborative review of progress to date with reference to the Graduate Standards and the Evidence Guide for early professional experience placements in order to identify demonstrated strengths and areas for further development during the placement. Mid-Placement Reviewcompleted (tick) [W] (date):[26/10/2017 No significant concems have been identified (icky LDR signticant concerns have been identified and noted tothe Workplace Learning Team on (tiok) [| (date) Assessment at the Completion of the Placement: |f descriptors are not able to be demonstrated owing to factors outside the teacher education student's control, please provide an explanation in the appropriate comment section. The overall assessment of the placement is Satisfactory or Unsatisfactory.‘The Guide to this professional experience can be accessed online or provided 10 you by the teacher education student. It contains Information on the purpose of this professional experience placement and how this placement inks fo other placements in the teacher education student's program. It also provides information about the expected teaching requirements in this placement. Supervising teachers should also refer to the Evidence Guide provided before completing this report. PROFESSIONAL KNOWLEDGE ‘STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN “Physical, social and intellectual development and characloritice of etudents ‘Demonstrate knowledge and understancing of physical, social and inteectval development and characteristics of students and how these may affect earning, 112 Understand how students iearn Demonstats tnwedge ard understanding of resesrh nto how student far and th inpteton for teaching TS Students with diverse linguistic, cultural, religious and socioeconomis backerounds Demonstrate knowiedge of teaching strategies that are responsive tothe learning strangths and needs of students from diverse inguisti, cultural, religious and socioeconomic backgrounds, 14 Strategies for teaching Aboriginal and Torres Strat islander students ‘Demonetrsto broad knowledge and understanding ofthe impact of culture, cukualiéenty and nguisic background onthe education of students from Aboriginal and Tomes Stal islander backgrounds, 15. Differentiate teaching to meet the specific learning nesds of students across the fll range of abilities Demonstrate knowledge and understanding of strategies for atfereniting teaching to meet the specie learning needs of students cross the ful range of abies, £8. Strategies to support full participation of students with disabiliy Demonstrate broad knowledge and understanding of lesisatve requirements and teaching strategies that suppor participation and learning of students wits disabily Comment on the teacher education student's knowledge of students and how they learn [Tara has incorporated a variety of resources to account for the learning style and needs of students through her good apport with students, allowing her to identify specific leaming needs. In Stage 6 Textiles, her use of specific decorative tasks were developed with individual students strengths. She uses an effective questioning to engage all students and lapplied cultural applications to activities to give students a global perspective to many skills required in the Textile area. [Tata has volunteered her time to team teach with the Support class and develop skills in teaching students with a range of intellectual and physical disabilities. As a result, students have demonstrated continual progress with their projects and |naintained a sound level of aurtonomy. jO Os STANDARD 2~ KNOW THE CONTENT AND HOW TO TEACH IT wo | wr D 24 Gontent and teaching stratagies ofthe teaching area Demonstrate knowledge, and understanding ofthe concepts, substance and structure of the content and teaching strategies ofthe teaching area 22 Content selection and organisation x (Organise content nto an effective learning and teaching sequence. 23° Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. "2 Understand and respect Aboriginal and Torres Strait islandor people to promote reconelliation betwoon Indigenous and non-indigenous Australians 15 Demonstrate broad knowiedge of, understanding of and respect for Aboriginal and Torres Strat Islander histories, cutures and languages. BE Lies and mercy sires : Kar nda acy ah ry wag stapes adie appeaonnteactingwoas——_|_) 72.6 Information and Communication Technology (CT) Ix Inport ecg satel ing oT pad in ig cents or stuns | ‘Comment on the teacher education student's knowledge of content and howr to teach it [Tara has prepared teaching and learning programs using the School's “Road map for Learning” and has been thoughtful nd diligent in creating links to literacy, numeracy, ICT and higher order thinking skills. She demonstrates expertise in the Textiles arca and this has been transferred into her teaching practice, such as mentoring Year 12 students in higher der decorative techniques and skills. Tara answers student’s questions accurately and with confidence. Tara considers lactivities and developed skills in creating lesson sequence linking to course/curriculum content. The use of ICT in lowing students to visual design ideas and her research into ideas for the MDP is to be commended. The use of the [Freya model in literacy has been a successful strategy for deeper understanding in vocabulary for students.PROFESSIONAL PRACTICE ‘STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING mlwpole 3.1 Establish challenging earning goals ooo Setlearing goals that provide achiovable challenges for stusents of varying abies and charactrstes 32 Plan, structure and sequence leaning programs Ole Plan lesson sequences using knowledge of student learning, content and affective teaching strategies, 33 Use teaching auatogies x Include a range of teaching strategies. 34 Select and use resources vk Demonstrate krowiedge of @ range ofrecoureas including IC, that engage students in thet eaming. i 38 Use effective classroom communication 7 y Domonstat a range of verbal and non-verbal communication sitegies to supper student engagement WLI 36 Evaluate and improve teaching programs Demonstrate broad knowledge af avateges that can be used to evaluate teaching programs ta improve x | student earning 37 Engage paronis/ carers in the educative provess : Describe a broad range of strategies for invoving parens/rer in the educative process. LI ‘Comment on the teacher education student's planning and implementing of effective teaching and learning [Tara has developed and implemented goal setting for students in Stage 6 and this has assisted her in identifying and lassessing students learning styles. She has planned a range of teaching strategies, incorporating practical components that hare appropriate and differentiated for student's abilities and skills. Tara utilises contemporary methods in Textiles and lapplies a range of technologies which included, digital printing to Industry standard and a range of decorative and |nanufacturing techniques. Through informal verbal questioning during practical lessons, Tara has been able to gauge | students understanding and ability and provides targeted and accurate feedback and evaluation. Applying the ‘Road map for learning’, has allowed Tara to evaluate teaching programs and apply strategies to target outcomes and goals for |sudents, Her use of iPad, laptops and printers shows expertise in connecting students to ICT applications that link to the |slobal world and engage students. Tara has shown improvements in verbal and nonverbal strategies and this is an area he should continue to work on. ‘STANDARD 4- CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS no [wr fo |e “41 Support stadent participation x entity strategies to support inclusive student participation and engagement in classroom activites. 42 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions, + 43 Wanage chelonging behaviour 7 Demonstrate knowledge of pacts! approaches tomenage challenging behavout G4 Waintain student safety ; Describe strategies that suppot students’ wellbeing and safely working within school andlor system, curiculum ‘and leoistative equirements. 45 Use ICT safely, responsibly and ethically Demonstrate an understanding ofthe relevant issues and the strategies avaliable to support the safe, responsible and ethical use of ICT in learning and teaching, ‘Comment on the teacher education student's creating & maintaining supportive & safe learning environments, Tara routinely commences each lesson with enthusiastic opening discussions and demonstrations regarding the learning [goals for that lesson along with a recap of the previous lesson. Through this management strategy students are aware of ne learning goals for the lesson and work at their own learning pace, with Tara modifying and tailoring goals for individual learning plans. She is aware of and provides information on safety, including tools and safe learning lenvironments, Tara’s preparation of activities has been exceptional, so that students have completely engaged with learning and requested to continue at home, creating links between the parent and school community. Tara has displayed ls variety of classroom management techniques and hnas developed skills in timing lessons so that students are engaged land work through the whole lesson time. She has grown in confidence when confronting the range of students of varying levels of engagement and behaviours and her rapport and manner has created connections to learning for students,‘STANDARD 5 ~ ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING wo [wr] o | & 1 Assoss student learning Demonte understanding of assessnent sates, Inc roma nafs dagnost, omathe and or Sumeatve approaches to asres stunt eaming 32 Provide feedback to students on thelr learning Daronsatean ndostanig oe puipose of peng ey ad apeptsebackte students stot |[~] | [] x tera 53. Make consistent and comparable judgements Demonstrate understanding of assessment moderation and its application to support consistent and | comparable judgements of student learning, 54 Interpret student data Demonstrate the capacity to interpret student assesement data to evaluate student leaming and modify teaching practice. x ‘35 Report on student achievement Demonstrate understanding of 9 renge of strategles for reporting to students and parentscarers and the x Purpose of keeping accurate and relable records of student achievernent ‘Comment on ther educati tuciont learning Tara has delivered a wide range of formative and summative assessment activities during lessons and used digital vidence to record work samples, as well discussions with students on standards in skills and manufactaring in Textiles land Design. Her positive rapport with students and discussions have led to engagement to tasks and activities where a bbositive environment has been prevalent throughout the 6 weeks. In year 7 Technology her constructive and purposeful feedback on the ‘shorts’ practical gave the students confidence. Tara has marked rolls and recording marks through the [Sentral system with supervisor supervision. She has developed skills in marking using a rubric and criteria for stage 5 [Textiles. Team marking for consistent and comparable judgements have developed her skills in assessment feedback. PROFESSIONAL ENGAGEMENT ‘STANDARD 6 ~ ENGAGE IN PROFESSIONAL LEARNING. wo [wT] oe 84 Identifyand plan professional learning neods Demonstrate an understanding ofthe role of the National Professional Standards for Teachers in identtying 7 professional leering needs. ‘62 Engage in professional learning and improve practice I 1 Understand the relevant and appropriate sources of professional learning for teachers. 63 Engage with colleagues and improvepractice ‘Seek end apply constructive feedback from supervisors end teacies to Improve tesching practices. ‘6 Apply professional learning and improve student learning Demonstrate an understanding ofthe rationale fr continued proessioneleaming and te impicatons for | [_]| [_]|* improved student leering ‘Comment on the teacher education student's engagement in professional learning [Tara has engaged strongly with professional development attending and contributing to TAS Faculty meetings and ecking professional learning through discussions with a variety of staff from a range of KLA’s. Tata was an observer in the Quality Teaching Rounds at EHS and engaged positively in the professional team. She receives feedback in a positive and professional manner, and more importantly acts upon advice, implementing ideas and strategies through lesson plans. Tara has worked diligently to learn new technologies and improve skills in the Industrial arts area, such as lhe Laser cutter, and identified ways to incorporate these into programs, She has used school tools and machines to refine| land gain confidence in practical skills in woodwork, and has taken every opportunity in collegial sharing and ongoing professional learning. She has developed and discussed effective lesson plans and has shown a commitment to teaching land improvement of her practice.‘STANDARD 7 — ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTSICARERS AND THE COMMUNITY ie Troe 71 arpa aes an apa = profession 72 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to schoo! stage. 7.3 Engage with theparentsicarers Understand strategies for working 7.4 Engagewith professional teaching networks and broader communities Understand tho rola of extemal professionals and community representatives in broadening teachers! professional knowiedge and practice. fectvely, senstvely and confidentially wth parents! carer. ‘Comment on the teacher education student's engagement with colleagues, parents/carers and the community Tara has worked ethically and shown respect for staff and students. She works diligently and applies herself with excellent conduct at all times. She has discussed and made herself familiar with the faculties policies, especially those on JPPE, safety in workshops and has discussed these with the Supervisor and at TAS faculty meetings. In discussion with he Supervisor, Tara understands the importance of teacher and parent communication and has observed use of the [Sentral system for a range of parent contact, as well as website and social media, She has participated in discussions on lhe benefits of professional external professional associations such as TEA, ATE and utilising journals and research for continuous improvements in teaching practice. Many of these ideas she has implemented into lessons. SUMMARY COMMENT: ‘ara Hartman has engaged actively with the Professional Experience and worked with diligence to improve and refine hher teaching practice. She is through in her preparation of lessons, from lesson plans to activities, where she is proficient land shows exceptional management skills in using a wide range of resources, techniques and skills, Tara has engaged in kelf-reflection and has received constructive feedback from a range of staff, in a positive and professional manner. She has given her time to learn and observe teaching practice, through Quality Teaching Rounds, Support class lessons and [School based activities. Tara has developed skills in a wide range of practices, including assessment, teaching/learning jtrategies and improved in more effective use of verbal and nonverbal forms of communication. Tara’s rapport with Jstudents and her effective, thorough lessons have engaged students in their learning. ‘The overall assessment of the placement is: X Satisfactory: oO Unsatisfactory: Supervising Teacher Name Signature Kz, ED. le Mg Date 17/1117 |Kaye Denham Principal ’ Name errie Jones Date 17/11/17 Teacher Education Student Name Signature 72 ace C212, pate 17111117 |Tara Hartman